PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by …explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules. PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods.
Context of Lesson:
This lesson is being used to introduce students to conduction. The lesson will go over how when heat is applied to one end of a material the random kinetic energy is transferred down the length of the material.
Opportunities to Learn:
Materials:
Thermometers
Stopwatch and/or timer
Aluminum bar (1 cm x 3 cm x 8cm)
Iron bar (1 cm x 3 cm x 8cm)
Professional Resources:
NA
Classroom Environment:
Students will be working individually at their lab tables during the opening activity, lecture, and closing activity.
Student will be working in groups of two during the in-class activity.
There are 14 lab setups available.
Differential Instruction:
Students with a document disability will be given a similar entrance/exit assessment. However, there will be step-by-step instructions given to assist the student. Students with disabilities will also receive a print out of the class notes. Also students will be given more explicit directs for the lab activity.
Students who are advanced or willing to try will be given a "My Science is Tight!" question on the opening/closing assessment. This is a question that has a higher Depth of Knowledge than the other question.
Cooperative Learning:
Students will be working in groups of two during the lab assignment. During the rest of the class the students will be working individually.
Depth of Knowledge:
Level 1 (Recall and Reproduction)
Level 2 (Skills and Concepts)
Objectives:
Students will be able to define conduction as the transfer of energy through a material due to random kinetic energy to an 80% proficiency.
Students will be able to graph conduction through a materiel to an 85% profieceny.
Instruction:
Opening:
5 minutes
A powerpoint presentation will be used to frame our activities throughout the lesson.
The first PPT slide will be projected as students filter into class and take their seats.
Instructions on slide: Individually or with a neighbor, write down an answer to this question:
"How does a cup of hot chocolate warm your hands?"
Draw a diagram and label all parts. Also include a short written answer describing how you believe it works.
Survey student by calling on a few students for their answer.
Students might say that it warms your hands by expanding the molecules in you hand based on the misconception that molecules "grow" when they are heated.
Students might also state that the energy is "transferred" from the mug to your hands. Without any knowledge of what the transfer process is.
Validate Student's answers or thinking but do not give answers. Create a need to know. It looks like we're not sure about this...
Transition to lesson by saying something like: "Does anyone know what this process is called?" "That's right student x conduction and that is the topic of today's class"
We'll start the lesson by taking some notes and then we'll do a lab activity on conduction. Take out your notebooks so we can get started....
Engagement:
At the front of the class room there will be four beach balls suspended from the ceiling in a pendulum fashion . These are going to represent molecules.
I will then gently push each one to get them moving with out hitting each other. This will represent the random kinetic motion.
A student will then be called to the front of the room to act as my "heat source". He/ She will push the ball which will lead to "conduction" by the balls impacting each other thus "conducting" heat from one molecule to another all the way to the end.
As the demonstration is going on I am explaining and taking questions from the class. I also hope to have another simulation on the computer just in case. I ether need to find one or make one. Try the University of Colorado Physics Simulation site.
After the demonstration is complete and the students have the important topics written down we will proceed to the laboratory portion of the lab.
Before the lab starts I will remind the students of the safty expectations for the class.
Lab goggles must be worn.
Long hair should be tied back.
All loose clothing should be tied back or taken off.
Any horse play will not be accepted and result in a zero for the lab.
The laboratory will start with a reminder of their guiding question "Does conduction change between material?"
Students will then start the lab
Students will test the Thermal Conductivity of different metals of the same dimension by measuring how long it will take for one end of a metal bar to reach 100 degrees C when the other end is heated in an alcohol burner.
Cooper, aluminum, and iron or steel will be used.
Students are to collect the data in an organized fashion. Which they will later have to make into an easily readable table and graph.
They will then have to get their data initialed by me.
Closure:
After a recap of conduction and the lab via a ppt slide and a Q&A. What will you recap? How will you relate the initial representation of heat with the lab? The students will be given their exit quiz.
The quiz will ask "You are lost outside in the woods during early fall. Nightfall is coming fast and you are going to be forced to sleep on the ground. Diagram the ground and body system in terms of conduction. Label each part of the diagram with a temperature and name. Also ,show the flow of energy."
The "My Science Is Tight Questions" (Bonus Question) will is " What can you do to limit the amount of heat your body looses." Also, "Using any of the form of heat transfer we have learned determine a method other than simply sitting in front of a fire to put heat into you."
The students will be reminded that the lab report is due on Friday as they are leaving.
Lesson Plan
Lesson Title: Conduction
State Standards: GLEs/GSEs
PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by …explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules.PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods.
Context of Lesson:
This lesson is being used to introduce students to conduction. The lesson will go over how when heat is applied to one end of a material the random kinetic energy is transferred down the length of the material.Opportunities to Learn:
Materials:
Professional Resources:
NAClassroom Environment:
Differential Instruction:
Students with a document disability will be given a similar entrance/exit assessment. However, there will be step-by-step instructions given to assist the student. Students with disabilities will also receive a print out of the class notes. Also students will be given more explicit directs for the lab activity.Students who are advanced or willing to try will be given a "My Science is Tight!" question on the opening/closing assessment. This is a question that has a higher Depth of Knowledge than the other question.
Cooperative Learning:
Students will be working in groups of two during the lab assignment. During the rest of the class the students will be working individually.Depth of Knowledge:
Level 1 (Recall and Reproduction)Level 2 (Skills and Concepts)
Objectives:
Instruction:
Opening:
5 minutesEngagement:
Closure:
Assessment: